"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. - That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed..."
Register to vote

These instantly recognizable words from the Declaration of Independence speak of the "unalienable" rights of all people, and the role of government in securing those rights. The words of the Declaration, and the Constitution's Bill of Rights that followed it, form the backdrop of our second unit in this course. The central focus that the nation's founders placed upon the rights of individuals remains a focus today, and one which, in an ever-changing society, is constantly tested by new interpretations, and questions about what the limits of our individual rights are when balanced against the common good.

Key Questions for the Unit:

  • What are the most important civil rights?
  • What rights tend to stretch the "comfort level" of a society?
  • Why does government protect individual rights, yet also protect the majority against the few?
  • How do states balance their requirements of police power with preserving civil rights?
  • How does the multinational heritage of the United States create civil rights issues?
  • How has the legal view of different minority groups changed over time?
  • Why are issues of citizenship so important in the US today?

HOMEWORK ASSIGNMENTS
Challenge yourself using online chapter quizzes where you see the following icon below

Assignment Pages Questions Due Points
1. The Unalienable Rights (Ch 19.1)
Bill of Rights online / Quiz / Amendment Blanks 		485-489 2-6 3/5 25
2. Freedom of Religion (Ch 19.2) (In-class activity) Quiz 490-497 2-5 3/8 20  
3. Freedom of Speech and Press (Ch 19.3) 499-505 2,4,7,8 3/9 20
4. Freedom of Expression and National Security (Ch 19.4)* 506-508 2,3 3/10 20
Freedom of Assembly and Petition (Ch 19.5) * 508-511 2,3
5. Due Process of Law (Ch 20.1) 517-520 2,4,5 3/11 30
Freedom and Security of Persons (Ch 20.2) 521-526 2,6,7
Week 4 Vocab test ("fellow traveler" to "injunction") 3/15 20  
6. Rights of the Accused (Ch 20.3) * 528-535 1,4,6 3/16 20
7. Rights of the Accused: Punishment (Ch 20.4) 536-539 2-5 3/18 20
8. Diversity and Discrimination in Society (Ch 21.1) 545-549 2-5 3/19 20  
9. Equality Before the Law (Ch 21.2) 550-555 2-6 3/22 25
10. Federal Civil Rights Laws (Ch. 21.3) * 556-559 W.S./IC 3/22 20  
11. American Citizenship (Ch 21.4) Citizenship Test 561-567 2-6 3/23 25
Unit 2 Test - Review Chart All above   3/25 100  
Unit Essay See below 3/26 50
Unit Vocabulary: No separate quiz, but you should know the definitions by end of unit
alien bail exclusion expatriate
habeas corpus incriminate indictment jeopardy
libel quota refugee symbolic speech

Additonal information and links

UNIT TWO ESSAY: DUE Friday, March 26
More Info & Resources

CHOOSE ONE of the civil rights introduced in this unit that you feel is one of the most important to protect for future generations and that you may feel is in danger of being undermined. Write a brief, well-organized, academic essay (1 - 2 pages long double-spaced, typed, 1 inch margins) that discusses the following:

  • Its Past: The sources of the civil right you choose-- including its philosophical, constitutional, and legal heritage*
  • Its Present: The present-day importance of the civil right you choose -- drawing from personal and/or historical examples
  • Its Future: Challenges that you foresee on the horizon to keeping the civil right you choose strong for future generations and/or implications if it is restricted or removed

*Suggestion: Once you choose your focus concept, re-read the appropriate section of the text to make sure you truly understand what it's supposed to be, where it comes from, and why we have it. It is appropriate to look beyond the textbook to find information about your chosen civil right (a.k.a. "research") but the focus of the essay should be your own ideas and interests, rather than a "report" of your findings. Use information from the text and other sources to better understand your chosen civil right, but don't dwell on it.

GRADED ELEMENTS

Excellent

Good

Average

Weak

Poor

Missing

INTRODUCTION clearly identifies topic & gives sense of beginning for essay

5

4

3

2

1

0

PAST: Clearly identifies sources of the civil right chosen-- including philosophical, constitutional, and legal heritage

10

8

6

4

2

0

PRESENT: Clearly identifies present-day importance of the civil right chosen -- drawing from personal and/or historical examples

10

8

6

4

2

0

FUTURE: Clearly identifies and supports a vision for the future of chosen civil right, including challenges or strengths that may grow in future years

10

8

6

4

2

0

CONCLUSION wraps up essay with summary or restatement of thesis

5

4

3

2

1

0

CONVENTIONS applied correctly to support essay; Spelling, grammar, punctuation support message

10

8

6

4

2

0

TOTAL

Research ideas:

  • Search a reputable news site (such as NY Times, CNN, or USA Today) using the name of your chosen Civil Right (ex: double jeopardy, or excessive bail)
  • Search the ACLU.org newsroom using the drop-down issues fields at the right side of the page
  • Search for your chosen topic on Wikipedia, then use the information there to help guide your essay.
Your textbook publisher provides PowerPoint files for review of key concepts. Use the links below to access those files (Note: the files are large; if you have a dial-up connection to the Internet, be patient)
Chapter 19: First Amendment Freedoms Chapter 20: Protecting Individual Freedoms Chapter 21: Equal Justice Under the Law
You'll need PowerPoint on your computer to view these files OR, you can download a free program, PowerPoint Viewer, from the Microsoft site. Use the links that follow to get PowerPoint viewer for an Apple OS or a Windows-based computer
Printable version of this handout available in Word or PDF format
 

Efforts are made to ensure the information on this page is complete, current, and accurate. However, changes in programs and policies do occur. Questions about specific information on this site should be directed to the Columbia High School office at (509) 493-1970. Original materials on this page copyright White Salmon Valley School District, and may not be duplicated without permission. Please contact the webmaster for pemissions, or with questions, problems, corrections, or suggestions regarding this page or site.